How do classroom environment and grit influence foreign language academic achievement: the mediating roles of foreign language anxiety and boredom.

INTRODUCTION: The study aims to explore the influence mechanism of classroom environment and grit on foreign language academic achievement of college students, and focuses on the mediating roles of foreign language anxiety and foreign language boredom. METHODS: Through 409 valid questionnaires, a mediation model was constructed. The influence pathways of variables and the mediating effects of foreign language anxiety and foreign language boredom were examined and analyzed by SPSS, AMOS and 5000 bootstrap samples. RESULTS: The findings reveal that: (1) both the classroom environment and grit can directly predict learners' academic emotions and foreign language academic achievement; (2) foreign language anxiety and foreign language boredom can significantly and directly predict foreign language academic achievement; (3) academic emotions mediate the relationship between classroom environment, grit, and foreign language academic achievement, with the mediating effect of foreign language boredom being stronger. CONCLUSION: The results of the study show that classroom environment and grit not only directly promote foreign language academic achievement, but also indirectly affect foreign language academic achievement through the mediating effect of foreign language anxiety and foreign language boredom. These conclusions provide theoretical support and practical insights for optimizing foreign language classroom instruction and enhancing learners' academic performance.